2011 PAR Narrative MHEC 9-21-11

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2011 PAR Narrative MHEC 9-21-11 Powered By Docstoc
                               MONTGOMERY COLLEGE

We empower our students to change their lives and we enrich the life of our community. We are
accountable for our results.

                            INSTITUTIONAL ASSESSMENT
Maryland State Plan - Goal 1, Quality and Effectiveness: Maintain and strengthen a system of
post secondary education institutions recognized nationally for academic excellence and
effectiveness in fulfilling the educational needs of students and the economic and societal
development needs of the state and the nation.

The mission of Montgomery College is well aligned with the Maryland State Plan for
Postsecondary Education. Montgomery College envisions being a national model of educational
excellence, opportunity and student success. Characterized by agility and relevance, and
committed to its core values of innovation and diversity, stewardship and sustainability, the
College is poised to address the dynamic challenges that face both its students and community.
To ensure that it remains committed to its mission, vision and core values, the College monitors
its progress through an array of internal and external assessment processes.

On an internal basis, the College Area Review assesses the effectiveness of both the academic
and administrative areas. An extensive Outcomes Assessment process monitors student learning
outcomes for courses in virtually every discipline on a five-year cycle; this will soon move to
program level assessment. Information from an assortment of surveys, including the Community
College Survey of Student Engagement, the Alumni Survey, Administrative Office Employee
Satisfaction Survey, and the Student Financial Aid Customer Service Survey has been used to
enhance institutional effectiveness in varied functional areas of the College. External agencies
like the Middle States Commission, National League for Nursing Accrediting Commission,
Commission on Accreditation of Allied Health Education Programs, National Kitchen and Bath
Association, National Association of Music and other accrediting bodies for specific programs
assess the College on predetermined standards of excellence. The College is held accountable for
making sure academic programs meet the best standards and are current and relevant.

Significant Academic Trends

When students embark upon their educational journey at Montgomery College, the College’s
responsibility is to prepare them for success in a broad context – at transfer institutions, places of
employment, and in the world at large. For whatever goals students seek to achieve, the
knowledge, skills and experiences acquired during their tenure at Montgomery College will be
the foundation for future success in all areas of life in a global community. Consequently, the
acquisition and application of knowledge will have lasting influences on students’ behaviors –
academically, psychosocially, socio-culturally and professionally. So, it is crucial for the College
to have knowledgeable, skilled and well credentialed faculty and staff to impact student learning
experiences in a positive manner, as well as offer programs and experiences that challenge
students to achieve their full potential. Montgomery College has award winning faculty who
have been recognized locally and nationally. Case in point: a psychology professor was selected
as the 2010 Maryland Professor of the Year by the Carnegie Foundation for the Advancement in
Teaching and the Council for Advancement and Support of Education. In addition, an economics
professor was selected to serve on an elite committee of 20 leading economic educators from
universities and community colleges around the country to promote innovative economic
education at community colleges. Students take their classroom experiences and use that
knowledge in other academic domains. In April 2011, a group of students from the Takoma
Park/Silver Spring Campus won first place in the 8th Annual Maryland Community College
Ethics Bowl, which is sponsored by the Hoffberger Center for Professional Ethics at the
University of Baltimore. In fact, it is the first time in the history of the competition that a team
has successfully defended its championship – they also took first place in 2010. Two students
won two of 60 highly competitive Jack Kent Cooke Foundation Undergraduate Transfer
Scholarships. The internship program at the Smithsonian Institution is yet another example of the
kind of experiences where students apply the acquisition of knowledge in other environments as
well as expand their knowledge base. These are just a few examples that relate to the state goal
of quality and effectiveness.

Academic Preparedness and Retention
Students attend Montgomery College for a multitude of reasons and different goals – and they
enter the College with dissimilar levels of academic skills. In fall 2010, almost half (49.5
percent) of entering students were who were tested using College placement tests such as
Accuplacer, assessed at the developmental level in at least one content area, which delays access
to college level coursework. Data on fall to fall retention (indicator 3) for the first three cohort
groups (fall 2007 to fall 2008) show academically prepared students with lower retention rates
(57.2 to 57.6 percent) than their developmental counterparts (60.7 to 62 percent). The most
recent data, fall 2009 however, show a reversal of the trend: retention rate for college-ready
students increased to 61.2 percent, while the rate for developmental students declined to 58.5
percent. Financial aid as reflective of socio-economic status seems to play a role in student
retention. Data show that recipients of the Pell Grant, as a source of financial aid, have a higher
rate of return (65 to 70 percent) than non-recipients of such aid (59 to 61 percent), which might
suggest that a lack of funds interfere with students’ rate of return. This may also be reflective of
the need for grant recipients to achieve satisfactory academic progress. Even when students do
not return to the College from one semester to another, most indicate on a survey of non-
returning students that they were satisfied with their educational goal achievement. The range of
satisfaction is 74 to 82 percent.

Persistence, Graduation and Transfer
Academic progress four-years after entry (indicators 5 and 6) is an important gauge of quality
and effectiveness. A cohort analysis of first-time students who attempted 18 credits over two
years is viewed as an interim measure of success of students in pursuit of a degree and/or
preparation for transfer, irrespective of academic preparedness. Indicator 5 is a cohort group
measure of persistence, defined as a student who has graduated with a degree or certificate,
transferred to a senior college or university, earned 30 credits with a minimum cumulative grade
point average of 2.0, and/or still enrolled four years after entry. The overall persistence rate for
the fall 2006 cohort is 75.1 percent, about three percentage points higher than the previous cohort
group. The persistence rate is highest for developmental completers (87.2 percent) compared to
students who entered the college academically prepared (81.1 percent), as well as those who did
not complete developmental coursework (62 percent). The proportion of students who complete
developmental coursework within four years (indicator 4) has dropped dramatically -- the
College is in the process of examining factors associated with this phenomenon and will be
implementing new academic strategies in developmental education in an attempt to increase the
success rate in this area, as reflected in the established benchmark. The success rate for persisters
is good; as such the benchmark is set conservatively to reflect maintenance of effort on this

Approximately 53 percent of the fall 2006 cohort had graduated and/or transferred four years
after entry (indicator 6), which is eight percentage points higher than the previous cohort group.
Success rates varied according to academic preparedness. College-ready students had the highest
rate of graduation/transfer success (62.1 percent) and increased 7.8 percentage points above the
previous cohort group. Data clearly show that students who complete the necessary
developmental course work that prepares them for college level work are much more likely to
graduate and/or transfer four years after entering Montgomery College than students who do not.
More than 51 percent of the developmental completers in the cohort graduated and/or transferred
in four years, but more than five points below the previous group.

Licensure Passing Rates
Graduates in the Radiologic Technology program are consistently well prepared for the
certification exam with pass rates that range from 94 to 100 percent over a four-year period. This
year’s class of 2011 was the next to last cohort before the Test of Essential Academic Skills
(TEAS) pre-admission test was applied to the admissions process for incoming students in
summer 2010. The performance of Physical Therapist Assistant (PTA) graduates has fluctuated
between a low 64 percent pass rate and a perfect 100 percent pass rate, in the four-year
assessment period. The lower pass rate reflected in the most recent data is of some concern.
Several changes have been implemented over the past year to improve the success of students in
this program, including a new full-time faculty hired in January 2011. The TEAS was utilized in
the admissions process in fall 2010 to help ensure students who are accepted to the program are
academically prepared and, therefore, this will impact the graduating class for next year’s report.
Also, curriculum changes are being written this summer, as recommended by the accreditation
agency, as part of the successful visit and continued accreditation action.

Nursing graduates have shown continuous improvement in their performance. In fiscal 2010,
95.2 percent of the Nursing graduates who sat for the licensure exam passed on their first attempt
in Maryland. In addition, the first-time pass rate for the FY 2010 Montgomery College nursing
graduates, regardless of the state jurisdiction in which they took the exam, was 98 percent. The
success in this area can be attributed to the continued implementation of the TEAS for nursing,
successful completion in core prerequisite courses, ATI online NCLEX style testing, ATI on-site
NCLEX review course and the revision of all examination questions for all nursing courses.

Transfer and Employment Preparation
Responses to the Graduate Follow-Up Survey reveal that a large proportion (78 to 87 percent) of
career program graduates report being employed full-time in occupations associated with their
academic program areas (indicator 28). In addition, 76 to 93 percent of graduates are generally
satisfied with the degree to which Montgomery College prepared them for employment
(indicator 29). The high level of satisfaction expressed by graduates validates the quality of
education that Montgomery College provides to its students. The College is comfortable with
setting satisfaction level for this benchmark at 85 percent.

Significant Financial Trends

Since 2008, the local and state economies of Montgomery County and Maryland have shown
many signs of fiscal stress, which in turn has affected budgetary allocations and annual
appropriations for Montgomery College. The relationship between the College and its County
government remains very good; the County Executive and County Council carefully analyze the
spending affordability guidelines and College budget requests. However, it is important to realize
that the level of local funding for higher education has not kept pace with our requirements, and
compared to 2008, the College is slated to receive $4.2 million less than was appropriated in
2010. Consequently, the College has instituted numerous cost containment measures while
continuing to make a concerted effort to fund its primary mission of teaching and learning.
A review of the data in the area of “effective uses of public funding” confirms the College has
experienced some difficulty in its effort to simultaneously control spending while maintaining its
commitment to provide students with strong instructional and academic programs.
According to the most recent data for FY2010, 40.9 percent of the College’s expenditures were
spent in the area of instruction (indicator 5), while 53.3 percent of expenditures were spent in the
combined areas of instruction and academic support. The percentages in both areas have declined
slightly over the previous year (FY2009) and the overall four year trend shows a slight decline.
Management strongly suspects the trend would be worse had the College not instituted numerous
cost containment measures in response to the troubled local economy.

Significant Demographic Trends

Maryland State Plan - Goal 2, Access and Affordability: Achieve a system of postsecondary
education that promotes accessibility and affordability for all Marylanders.

Montgomery County is one of the most populous and diverse jurisdictions in the State of
Maryland. The most recent census information indicates that Montgomery County’s population
increased more than 11 percent in 10 years, while the state’s population rose nine percent. In
general, the population growth in the county can be attributed to an increase in nonwhite
residents. According to the 2010 census, Montgomery County has no race/ethnic majority.
White, non-Hispanic residents currently comprise 49.3 percent of the County population.
Over the past four years, Montgomery College attracted 42 to 49 percent of all first-time full-
time undergraduates and 75 percent of first-time part-time undergraduate who reside in
Montgomery County and who were enrolled in undergraduate education at any institution in the
state (indicators 10 and 11). Almost 60 percent of recent college-bound high school graduates
from Montgomery County public high schools who attended any college in Maryland became
students at Montgomery College (indicator 12). On average over the past three years, about 550
high school students concurrently enroll at the College (indicator 14) through the College
Institute. The College anticipates that the market share will increase, respectively, to 52 percent,
78 percent, and 63 percent. The benchmarks also suggest an expectation of substantial increases
in on-line enrollment in the credit and continuing education areas. A slight increase in concurrent
enrollment of high school students is likely, as reflected in a benchmark of 555.

Montgomery College served nearly 61,000 individual students in fiscal 2010 in a combination of
credit and noncredit continuing education courses and programs (indicator #9). Over a three-year
period, annual credit enrollment increased 12 percent (from 33,520 to 37,510), while non-credit
enrollment declined almost 10 percent to 24,881 from 27,544. Approximately 61 percent of
credit students attend on a part-time basis. In an effort to accommodate the needs of diverse
learners, on-line course offerings as a mode of instruction were increased. Consequently, annual
enrollment in on-line credit courses (indicator 13a) increased 35 percent in three years (from
8,461 to 11,384), while non-credit enrollments (indicator 13b) rose 66 percent. The benchmarks
for these indicators 9a to 9c reflect a modest increase in credit enrollment, a slight increase in
continuing education enrollment, and a combined increase of 2.2 percent above fiscal 2010
enrollment. On-line credit and continuing education enrollment is in a growth spurt and are
expected to increase substantially over the next few years.

The change in the County’s demographics is clearly reflected in Montgomery College’s student
body. Montgomery College has become increasingly nonwhite (53 percent in fall 2007 to 64
percent in fall 2010) and the proportion of nonwhite enrollment (indicator 18) is higher than the
proportion of 18 years and older nonwhite residents in the service area. The benchmark for this
indicator is an artifact of the shift in the county demographics. Similar to the County’s
population, there is no majority race at Montgomery College.

Montgomery College is accessible and affordable to its current and potential students. However,
the decrease in financial support from the state and local levels has again forced an increase in
tuition for all students. Even with the increase in tuition, the cost to attend Montgomery College
remained affordable at 56.7 percent of the average cost to attend a public four-year college or
university in Maryland (indicator #15). Comparatively, the average cost savings between the
four-year public colleges and Montgomery College is more than $3,200 in an academic year. The
College will continue to strive to keep the cost of education reachable – at 57 percent of the cost
to attend Maryland public four-year institutions.

The economic recession has resulted in a higher cost of living, while income levels have
flattened or declined – which limits discretionary funds for college. The cost to attend
Montgomery College must be attainable to low and moderate income students who wish to
pursue a higher education. In many cases, some type of financial aid is necessary for students to
pursue their dreams. At Montgomery College, the percent of credit students that received some
form of financial aid in fiscal 2010 increased to 39 percent compared to 29.8 percent the
previous year – that is a 30.8 percent increase in one year. More than 19 percent of the students
who received financial aid in fiscal 2010 were awarded the Federal Pell Grant compared to 16.2
percent the prior year.

Maryland State Plan - Goal 3, Diversity: Ensure equal opportunity for Maryland’s diverse
citizenry “…focuses on efforts to address Maryland’s obligation to remedy past discrimination
and to remove any vestiges of the de jure system that provided dual and unequal education
experiences to the State’s residents.

Faculty and Professional Staff
Diversity in faculty (indicator 19), administrators and staff (indicator 20) has not changed as
rapidly as the student body. The percentage of full-time faculty has gradually increased from
27.5 percent in fall 2007 to 29.5 percent in fall 2010. Nonwhite administrative and professional
staff account for 38.4 percent of the employees in this category compared to 37.8 percent in fall
2007. Although few new hires are expected in the next several years due to budgetary
constraints, efforts to enhance faculty and staff diversity will be maintained. Several recruitment
resources and strategies are utilized to recruit a diverse mix of qualified people to fill essential
vacancies. Furthermore, the goals and objectives of the College’s multi-year Diversity Plan
provide the framework for the supportive environment necessary to sustain the diverse
representation among the College’s workforce. Through attrition and retirement the College will
have an opportunity to fill open positions in the future to fulfill its goal of 32 percent nonwhite
faculty and 42 percent administrators and professional staff by fall 2015.

Diversity in Student Achievement
The State Plan expresses a vested interest in identifying and closing the achievement gap among
student groups. Data from the degree progress model for the fall 2006 cohort shows that when
student race/ethnicity is examined without consideration of academic preparedness (indicator
#21), African-American (70 to 73 percent) and Hispanic (67 to 74 percent) students are shown to
have lower rates of persistence than Asian students (76 to 88 percent) students -- and this is true
across all previous cohort groups.

In addition, African-American (44 to 51 percent) and Hispanic (34 to 44 percent) students are
consistently less likely to graduate and/or transfer within four years than Asian student (52 to 61
percent) students – and this too is true across all cohort groups (indicator 22).

It is noted, however, that closing the disparity in success between groups with regard to level of
academic preparedness and race continues to be a challenge. The College continues to exert
significant programmatic effort and resources to address this concern – and the efforts thus far
have been somewhat successful. A slight achievement gain in persistence is noted for each
nonwhite race/ethnic group; and a slight achievement gain in graduation/transfer rate for Asian
students, while the success of African-American and Hispanic students remained unchanged.
The College’s commitment to its diverse populace is consistent with its mission and with the
state’s Diversity Goal. To achieve this goal, the College has in place necessary support systems
and programs to help students excel, regardless of their academic starting point, or academic
preparation. Programs like the First-Year Experience, Boys to Men, the Academic Capstone
Experience, high school partnerships, and the internship program at the Smithsonian Institution
address the needs of very able students who are academically prepared to take on the challenges
of higher education as well as those who are in need of extensive support to get them through the
academic and social challenges of the college experience. Course modification in developmental
education is also expected to have a positive impact. With that said, the benchmarks have been
raised and stretched out above the current achievement levels in anticipation that course
modifications and support systems will raise levels of success.

Maryland State Plan - Goal 4, Student-Centered Learning: Achieve a system of postsecondary
education that promotes student-centered learning to meet the needs of all Marylanders

Student-Centered Learning
Students attend Montgomery College for many reasons. One major reason is to prepare for
transfer to a senior 4-year college or university. When students graduate and are asked via survey
to rate their level of satisfaction with their preparation for transfer (indicator 24), the vast
majority are quite satisfied (77 to 91 percent). So when students transfer to senior colleges and
universities they are generally prepared for the academic challenges that lie ahead. However the
most recent data is lower than anticipated for this indicator. The decline in how well prepared
students felt may also be an artifact of an increase in the survey response options available to
respondents. A “moderately well” option was added to the most recent survey but those
responses were not included in the calculation of the percentage by the College. Another factor
that might have impacted a drop in satisfaction appears to be related to loss of credit hours at the
receiving institution, even with a degree in hand. The College is working on articulation
agreements with numerous colleges to address this issue.

Former Montgomery College students are consistently in good academic standing at transfer
institutions within the University System of Maryland. A five-year analysis shows above average
performance with grade point averages (indicator 23) that range from 2.63 to 2.73 one year after
transfer. Furthermore, 79 to 84 percent of transfer students earn cumulative grade point averages
of 2.0 and above. Hence, Montgomery College fosters a student-centered learning environment
that provides its students with transferrable academic skills. The College has high expectations of
its students and has raised the bar on these three indicators: 85 percent for transfer GPA ≥2.0;
mean GPA, 2.80; and 90 percent satisfaction on preparation for transfer.

As part of goal 4, the Associate of Arts in Teaching was developed to ease the transition from
one level of education to the next. The state is committed to teacher education, which is viewed
as a “linchpin in the Maryland educational system to ensure that effective teachers are preparing
high-quality preK-12 students for post secondary education.” Aligned with the state’s goal to
prepare quality teachers for the classroom, the College had 695 credit enrollments in fall 2010
(indicator 27) and increased awards in this area from 31 in fiscal 2007 to 45 in fiscal 2010. The
College anticipates that the number of awards will rise 33 percent by fiscal 2015. Another area
of interest at the state and national levels is in a 21st –century teacher-preparation program in
STEM-specific areas (science, technology, engineering and math), an issue that pertains to
global learning. Montgomery College has risen to the state and national call to increase
participation and preparation in STEM programs. The importance of these programs cannot be
over emphasized. In-coming students seem to be aware of their importance as well. Credit
enrollment in STEM program areas has increased almost 40 percent between fall 2007 and fall
2010. Awards in these areas have increased 34 percent from 399 in fiscal 2007 to 533 in fiscal
2010. There is a very strong need to increase enrollment in these fields to fill occupational


Successful-persister rate after four years (Indicator 10)
The successful-persister rate for all students and college-ready students in the 2006 cohort
reversed the previous two-year decreases. We believe this increase, while the rates have not
returned to the 2003 cohort levels, will continue as a result of a number of strategic initiatives
implemented to address student performance in their initial semesters at the College. More
emphasis on attendance at Orientation, the implementation of the First-Year Experience,
increased attention to mandatory prerequisites, and several programs focused on providing
assistance and support for at-risk students are all components of a renewed effort to promote
student success.

Graduation-transfer rate after four years (Indicator 11): These rates for college-ready and all
students increased for the 2006 cohort after having declined for several cohorts. Similar to
efforts noted in regard to the increases in successful-persister rates, the College believes these
rates will be maintained in the future. After a year-long effort to explore and identify a College
response to President Obama’s “Completion Agenda,” the College will be implementing a
number of varied programmatic efforts to enhance graduation-transfer rates as well as
successful-persister rates. These efforts will include the outcomes of a redesign of our
developmental mathematics courses, implementation of considerable increases in tutoring and
instructional support labs, and expanded professional development programs focused on
successful pedagogical innovations.

Successful-persister and Graduation-transfer rates after four years for minority students
(Indicators 17a, 17c, 18): The College response is addressed in the “Diversity in Student
Achievement” section.

Enrollment in Continuing Professional Education leading to … certification or licensure
(Indicator 25):These enrollment declines primarily reflect the impact of local economic
conditions which have reduced the availability of money for personal professional development
as well as business and governmental funds for post-employment training of employees. Limited
job prospects cause individuals to put off obtaining additional credentials and certifications.
The College expects this program service area to resume previous levels once the economy
improves and both personal and employer budgets will allow increased levels of professional
development activities.
Overall in FY2009, across the variety of Workforce Development & Continuing Education
(WD&CE) programs, the general enrollment pattern remained fairly steady with a slight
decrease (from 45,788 to 45,436) of less than one percent below fiscal 2009. The number of
individual students engaged in noncredit courses through WD&CE during FY2010 also
remained fairly steady with a 2.6 percent decrease (from 25,650 to 24,921) compared to fiscal
2009. Despite the modest decreases in enrollments and unduplicated students, the total full-time
equivalent (FTE) increased to 4,129 which is a 3.6 percent increase over the prior year of 3,980,
which suggests the smaller number of students enrolled in fewer but longer courses. The slight
overall decline in enrollment patterns is generally attributable to the challenging economic times
for individual discretionary professional development and to the presently limited business and
organizational budgets available for training. Additionally, federal financial aid is not available
for noncredit students such that the students need to identify financial resources on their own in
order to attend WD&CE programs. There are limited noncredit scholarship funds available for
certain programs.

Montgomery College is an agent of change – and considering the diverse population it serves
and the broad range of needs, the College has the responsibility to be accessible to the
community. In doing so, the College has to respond to the needs of the community by offering
community services and lifelong learning opportunities (indicator #16) through WD&CE. In
fiscal 2010, community service and lifelong learning courses attracted 9,508 individual students
to WD&CE, which represents a 14 percent decrease below last year’s figure. Annual course
enrollments increased however by 16 percent in FY2010 (from 16,287 to 18,889) compared to
the previous year. A significant staff vacancy in the Lifelong Learning Institute was filled during
2010 and increased programming will be reflected in this area during 2010. Unduplicated
enrollment is expected to increase to 12,000, and annual course enrollments are expected to
increase to 19,000 by fiscal 2015.

Unduplicated headcount increased slightly in basic skills and literacy courses (indicator #17).
Annual course enrollments increased eight percent (from 11,002 to 11, 910). Again, fewer
students took more classes. And the College expects this decline to continue. Hence, fewer
unduplicated students (6,400) and fewer enrollments (11,000) are anticipated by fiscal 2015.

Montgomery College is a place for intellectual, cultural, social, and political dialogue for all
ages. We serve a global community. Montgomery College, in partnership with the community,
brings numerous cultural and educational opportunities to the area.

For example, Chautauqua in July, a humanities program in which scholars assume the costume
and character of historical figures, is held annually at Montgomery College's Germantown
Campus. Currently in its 12th year, this family-friendly event weaves together music, theatre, and
history to create educational entertainment. The theme this year was "The American Civil War:
A House Divided." The College was host to a discussion, led by a research assistant from the
United States Institute of Peace, on the impact of armed conflict on women and children. The
College also hosted a series of children’s programs as part of the Arts Alive Children’s Series at
Montgomery College’s Cultural Arts Center in Silver Spring – including Jungle Book, Dirty Dog
and the Flying Karamazov Brothers. The College also hosted the 15th Annual F. Scott Fitzgerald
Literary Conference, honoring novelist Alice McDermott. This is only a snapshot of the
community related events that occur at the College.

Montgomery College and Montgomery County Public Schools (MCPS) continue to maintain an
important partnership. Since the summer of 2008, Montgomery College has participated in the
Pre-K through 20 Council where educators from Montgomery County Public Schools,
Montgomery College, and the Universities at Shady Grove (part of the University System of
Maryland) collaborate on creating a seamless educational pipeline for students within
Montgomery County. These partnerships have grown in breadth and scope and now consist of
more than 30 joint projects for the benefit of students. Two innovative initiatives are noted:
 College Institute provides an opportunity of dual enrollment for high-achieving seniors at
  selected high schools to earn college credits in college courses taught on the high school
  campus during a regular school day. Students can earn up to 30 college credits on their high
  school campus, and all courses apply towards a Montgomery College degree.
 The Gateway to College program serves at-risk 16-20 year olds who stopped attending county
  high schools and whose high school completion is in jeopardy. This Collegewide cohort
  program supports students as they complete their high school requirements and begin to take
  college-level courses.

Workforce Development and Continuing Education (WD&CE)

Maryland State Plan – Goal 5, Economic Growth and Vitality: Promote economic growth and
vitality through the advancement of research and the development of a highly qualified
workforce. For its segment of the state, Montgomery College plays a major role in the economic
growth and vitality of Montgomery County through workforce training activities. This role is
evident as measured by the relationships that have been developed between the WD&CE unit of
the College and the County businesses. WD&CE has strengthened its presence in the business
community, as well as broadened awareness of the College’s expertise and willingness to address
a wide range of workforce needs.

In fiscal 2010, the WD&CE unit provided contract training and services (indicator # 32) to 74
businesses or trade associations in the County. However, it is important to note that the figure for
“contract training” is understated. Technically the College serves several hundred business
clients each year through a much smaller number of contracts. For example, a single contract
with the Air Conditioning Contractors of America (ACCA) provides training for more than 200
companies that belong to that organization. This is true of many of the College’s association type
training programs. Contract training and services are expected to increase to a benchmark of 80.

Workers provide the energy and talent that are essential for developing businesses, which in turn
help shape communities. Montgomery College contributes to the community’s workforce
through its career training and noncredit continuing education programs. The number of
individual students that enrolled in contract training courses (indicator #33) decreased by 22%
percent (from 2,392 to 1,864); annual course enrollments also declined by 16 percent (from
4,993 to 4,202) during fiscal 2010. These declines reflect a tighter business cycle with fewer
elective funds available for employee training. If the funding stream changes, the trend of decline
will reverse and modest increases in headcount and enrollments will follow. Employers who
send employees to the College’s contract training courses are 100 percent satisfied (indicator
#34) with the training their employees receive with a benchmark of 95.
WD&CE also has seen a “holding steady” trend in enrollment relating to continuing professional
education (indicator #31) that leads to government or industry required certification and
licensure. Approximately 6,453 individual professionals enrolled in such courses in fiscal 2010,
a 6.5 percent decline from the figure in the previous year. Annual enrollments in professional
licensure or certification courses decreased ten percent to 11,383 in fiscal 2010 from 11,171 in
fiscal 2009. Enrollments in these programs fluctuate based on credentialing year cycles set by the
professional organizations, which makes it difficult to establish benchmarks for this indicator.

Unduplicated students decreased in noncredit workforce development courses (indicator #30) as
well as enrollments during FY2010. There were 3,225 or 27 percent fewer individual students
involved in workforce development training in fiscal 2010 than in fiscal 2009 (from 12,019 to
8,794) and a 21 percent decline in course enrollments (from 18,465 to 14,637). However,
headcounts and annual course enrollments are expected to increase over the next several years,
as reflected in the benchmarks of 11,000 and 16,000, respectively.
                                    FUNDING ISSUES
Significant Cost Containment Actions and Associated Savings –

Reduced the budget $4.6 million for the County Budget Savings Program and $1.9 million for
the State budget reduction by the following actions:
 Implemented a hiring delay and then a hiring freeze for all vacant positions except for those
    positions deemed most critical. (estimated cost savings, >$1.5 million)
 Reduced all other nonsalary expenditures including long distance travel, nonacademic
    supplies, furniture and equipment and deferring all major purchases. (estimated cost savings
    $3 million)
 Modified some of the provisions of the medical and Rx plans for CY2010; achieved total
    (College and employee) savings of approximately $450,000.
 Cancelled a $600,000 distance learning contract and moved those positions to regular
    College positions. (Cost savings $250,000)
 Negotiated a new ten year lease for off-campus commercial office and classroom space for
    the WD&CE Gaithersburg Training Center. The lease rate was renegotiated along with a
    lease extension resulting in a savings of approximately $317,000 over the remaining two
    years of the original ten year lease.
 Received $52,037 credit from the City of Rockville for excessive emergency water usage
    stemming from a water main rupture on the Rockville Campus.
 Completed the process for FEMA/MEMA grant (reimbursement) for costs associated with
    the December 2009 snowstorm, and as a result, the College will receive $101,917.
 Renegotiated the service contract with SunGard resulting in a savings of $405,743. This was
    done by eliminating two onsite contractors.
 Lowered the annual maintenance costs associated with the SunGard modifications contract
    by moving to a once a year major upgrade. This results in a net savings of $35,132.
 Reduced the service level for the Turnitin software license. Net savings of $19,066.
 Eliminated a Web Graphic designer contractor position by using an existing position
    resulting in an $80,000 savings.
 Reduced a Web developer contractor position resulting in a net savings of $110,741.
 Renegotiated the Gartner Services contract resulting in a net savings of $43,000.

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